发展真实性概念:从父母和孩子关于历史意义的对话中获得启示。

IF 2.3 2区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL
Shaylene E. Nancekivell, Sarah Stilwell, Susan A. Gelman
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引用次数: 0

摘要

本研究调查了儿童对一件物品的历史可能会增加其重要性的理解,这种理解是历史真实性概念(即一件物品的历史决定了其真实身份,而非其功能或物质品质,从而使人们重视真品而非复制品或赝品)的基础。我们通过亲子对话和儿童在真实性评估中的表现,对历史意义的发展进行了研究。最终样本为美国人,79.2% 为单一种族的白人,社会经济地位中等偏上,包括 48 对亲子:24 对子女年龄较小(R = 3.5 至 4.5 岁),24 对子女年龄较大(R = 5.5 至 6.5 岁)。亲子对讨论了我们创作的三本书,其中有三个故事情节:博物馆(文化真实)故事情节、清理(个人真实)故事情节和对照故事情节。从各种措施来看,对话表明,真实性一开始可能是一个 "占位概念",它最初植根于对旧物意义的广泛欣赏,后来才被具体内容所填充。这个定位概念最初以一种不具体的方式将物品的价值和意义与他们的过去联系起来,从而引导幼儿学习真实性。例如,我们发现幼儿在有关真实物品的情境中会适当地引用历史(相对于物品的感知或功能特征),但在测试后的评估中却很难确定哪些物品更有意义,这表明他们会关注物品的历史,但还不确定历史对于判断物品的真实性有多重要。我们还发现一些证据表明,引导儿童关注与物品历史相关的概念信息,可能会反过来引导他们放弃物质或知觉方面的考虑,这一点可以从父母和儿童对话中的权衡中看出。总之,这份探索性报告为研究童年期真实性概念的发展提供了许多新途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Developing Concepts of Authenticity: Insights From Parents’ and Children's Conversations About Historical Significance

Developing Concepts of Authenticity: Insights From Parents’ and Children's Conversations About Historical Significance

The present study investigated children's understanding that an object's history may increase its significance, an appreciation that underpins the concept of historical authenticity (i.e., the idea that an item's history determines its true identity, beyond its functional or material qualities, leading people to value real items over copies or fakes). We examined the development of historical significance through the lens of parent–child conversations, and children's performance on an authenticity assessment. The final sample was American, 79.2% monoracial White, and mid-high socio-economic status (SES) and included 48 parent–child pairs: 24 with younger children (R = 3.5 to 4.5 years) and 24 with older children (R = 5.5 to 6.5 years). Parent–child pairs discussed three books we created, with three storylines: a museum (culturally authentic) storyline, a clean-up (personally authentic) storyline, and a control storyline. Across measures, conversations suggested that authenticity may begin as a “placeholder concept” that is initially rooted in a broad appreciation for the significance of old objects and only later filled in with specifics. This placeholder initially directs children's learning about authenticity by linking, in an unspecified way, the value and significance of objects to their past. For example, we found that young children appropriately appealed to history (vs. perceptual or functional features of objects) in contexts regarding authentic objects but struggled in determining which objects were more significant on the post-test assessment, suggesting that they attend to object history but are not yet sure how histories matter for making authenticity judgments. We also found some evidence that directing children's attention toward conceptual information related to object history may in turn direct them away from material or perceptual considerations, as seen in trade-offs in parents’ and children's conversations. Together, this exploratory report offers many new avenues for work on the development of authenticity concepts in childhood.

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来源期刊
Cognitive Science
Cognitive Science PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.10
自引率
8.00%
发文量
139
期刊介绍: Cognitive Science publishes articles in all areas of cognitive science, covering such topics as knowledge representation, inference, memory processes, learning, problem solving, planning, perception, natural language understanding, connectionism, brain theory, motor control, intentional systems, and other areas of interdisciplinary concern. Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists.
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